Penninckx, M., Vanhoof, J., & Van Petegem, P. (n.d.). Evaluating the Effectiveness of a Professional Development Program on Pupil Well-being in Primary Schools. Studia Paedagogica, Retrieved from 19(4), 81–100.

This article was written By Maarten Pennincky, Jan vannhoof, and Peter Van Petegem, who are all involved with the University of Antwerp’s research unit in Edubron, Belgium. They focused their study on assessing professional development programs effectiveness within primary schools. To do this they split students into two groups, one group received a quasi-experiment and the other group was the control. After the program was over they used feedback sheets, interviews, and focus groups to evaluate the effects of the program. In order to keep it uniform, they evaluated based on four levels the first is reaction, second is learning, third is behavior, and the fourth is results. However, this study’s conclusions did not support their hypothesis. They agreed that this may have been a fault of how short the program was, along with the fact that the program did not have much effect on the behavior of the school. This is an interesting study because their main hypothesis was similar to many of my other articles, yet the outcome was exponentially different from most other conclusions. This, easy to read, article is important for anyone who is trying to understand CTE programs from all angles in order to find the best way to improve it. Their conclusions about the effects on the behavior of the school prompted me to explore how to start the implementation of these programs in order to achieve the best results. I believe this to be credible because it is a peer-reviewed journal so therefore other scholars have agreed to publish this work.